AGORA

• An input to the discussion in Krakow 2008.

• Examplifying alternative approaches to important aspects of the AGORA.

Anna Kristjansdottir Iceland University of Education and University of Agder, Norway.

Assumption 1

Learning is the essence of living!

We do not learn for living

we live for learning.

Assumption 2

• General pedagogy for learning, without links to a subject (content of a subject), is an empty shell.

• Subject learning without pedagogical integration is only a technique.

Assumption 3

• Learning takes place in a ”real” environment. That is to be understood: an environment which is ”real” to the learner.

• In present time this refers in particular to a digital environment of information and communication.

Assumption 4

Although school is not always an examplary case of a learning environment - it is nevertheless an environment that reaches ”all” young people and has a developed frame for equality and democracy.

Research questions 1

How can students become better aware of their learning as such – to be able to consider learning as an essence of living in all their life and through all their life?

Research questions 2

• How can teachers (learn to) function as models for learners – in their work together with students?

• With work meaning:

The repeating spiral: planning–interactive process–evaluating

Research questions 3

• Which obstacles and affordances are there for single teachers for being/becoming models for learners?

• Which affordances and obstacles are there for larger communities of teachers – for whole schools?

Posing and approaching solutions

• The order in posing of researchs questions was 1, 2, 3.

• The order in approaching solutions to these questions is 3, 2, 1.

The fundamental basis and a reconsideration in a new environment

• What has been uttered in the first slides is a part of a wider research and developmental work in Iceland in the period 1987-2002.

• In the period 2002- there has been an opportunity to consolidate important aspects and match to a new environment, Norway - with an inquiring attitude and humble approach.

The opportunity in Norway to reflect and design further

• Trough means from the Research Fond of the Southern Norway (2002-2007) and from the Research Board of Norway (2004-2008) it has been possible to to study, identify and work on single important concepts and models as well as linking them together.

• This started in 2002 when the school authorities in Kristiansand wanted to raise the competence in mathematics for students and teachers.

The models and their linking

• The Triad in mathematics learning.

• The Netbased courses for School Development in Mathematics.

• The Multilevel model.